FORMAT 1
Submit original with signatures + 1 copy + electronic copy to UAF Governance.
See http://www.uaf.edu/uafgov/faculty/cd for a complete description of the rules governing curriculum & course changes.
TRIAL COURSE OR NEW COURSE PROPOSAL
SUBMITTED BY:Department / Education / College/School / Education
Prepared by / Joanne Healy / Phone / 474-1557
Email Contact / / Faculty Contact / Joanne Healy
1. ACTION DESIRED
(CHECK ONE): / Trial Course / New Course / X
2. COURSE IDENTIFICATION: / Dept / EDSE / Course # / 696 / No. of Credits / 3
Justify upper/lower division status & number of credits: / Course involves graduate level study. Course will meet for 3 hours of lecture each week.
3. PROPOSED COURSE TITLE: / Special Education Portfolio
4. CROSS LISTED? YES/NO / NO / If yes, Dept: / Course #
(Requires approval of both departments and deans involved. Add lines at end of form for such signatures.)
5. STACKED? YES/NO / NO / If yes, Dept. / Course #
6. FREQUENCY OF OFFERING: / Fall, As demand warrants
(Every or Alternate) Fall, Spring, Summer — or As Demand Warrants
7. SEMESTER & YEAR OF FIRST OFFERING (if approved) / Fall 2010
8. COURSE FORMAT:
NOTE: Course hours may not be compressed into fewer than three days per credit. Any course compressed into fewer than six weeks must be approved by the college or school's curriculum council. Furthermore, any core course compressed to less than six weeks must be approved by the core review committee.
COURSE FORMAT:
(check one) / 1 / 2 / 3 / 4 / 5 / X / 6 weeks to full semester
OTHER FORMAT (specify)
Mode of delivery (specify lecture, field trips, labs, etc)
9. CONTACT HOURS PER WEEK: / 3 / LECTURE
hours/weeks / 0 / LAB
hours /week / 0 / PRACTICUM
hours /week
Note: # of credits are based on contact hours. 800 minutes of lecture=1 credit. 2400 minutes of lab in a science course=1 credit. 1600 minutes in non-science lab=1 credit. 2400-4800 minutes of practicum=1 credit. 2400-8000 minutes of internship=1 credit. This must match with the syllabus. See http://www.uaf.edu/uafgov/faculty/cd/credits.html for more information on number of credits.
OTHER HOURS (specify type)
10. COMPLETE CATALOG DESCRIPTION including dept., number, title and credits (50 words or less, if possible):
Development of special education portfolio based on UAF School of Education conceptual framework, Council for Exceptional Children (CEC) Special Education Standards, Alaska Teacher Standards, and Assembly of Alaska Native Educator (AANE) Guidelines for Preparing Culturally Responsive Teachers for Alaska’s Schools. Must be taken concurrently with EDSE 694.
11. COURSE CLASSIFICATIONS: (undergraduate courses only. Use approved criteria found on Page 10 & 17 of the manual. If justification is needed, attach on separate sheet.)
H = Humanities / N = Natural Science / S = Social Sciences
Will this course be used to fulfill a requirement for the baccalaureate core? / YES / NO
IF YES, check which core requirements it could be used to fulfill:
O = Oral Intensive, Format 6 / W = Writing Intensive, Format 7 / Natural Science, Format 8
12. COURSE REPEATABILITY:
Is this course repeatable for credit? / YES / X / NO
Justification: Indicate why the course can be repeated
(for example, the course follows a different theme each time).
How many times may the course be repeated for credit? / TIMES
If the course can be repeated with variable credit, what is the maximum number of credit hours that may be earned for this course? / CREDITS
13. GRADING SYSTEM:
LETTER: / X / PASS/FAIL:
RESTRICTIONS ON ENROLLMENT (if any)
14. PREREQUISITES / Minimum of 24 Graduate credits in special education (May include the following UAF courses EDSE: 605, 610, 612, 622, 624, 625, 632, 633, 640, 642, 677) Taken Concurrently with EDSE 694
These will be required before the student is allowed to enroll in the course.
RECOMMENDED
Classes, etc. that student is strongly encouraged to complete prior to this course.
15. SPECIAL RESTRICTIONS, CONDITIONS / Admission to the Master in Education in Special Education Program or the Special Education Certification Program or permission of instructor.
16. PROPOSED COURSE FEES / NONE
Has a memo been submitted through your dean to the Provost & VCAS for fee approval? Yes/No
17. PREVIOUS HISTORY
Has the course been offered as special topics or trial course previously? Yes/No
If yes, give semester, year, course #, etc.:
18. ESTIMATED IMPACT
WHAT IMPACT, IF ANY, WILL THIS HAVE ON BUDGET, FACILITIES/SPACE, FACULTY, ETC.
The School of Education will hire an additional faculty member to teach special education courses. EDSE 696 will be taught by the new full time faculty member or a new adjunct faculty member.
EDSE 696 will need a classroom with audio-conference capabilities.
19. LIBRARY COLLECTIONS
Have you contacted the library collection development officer (, 474-6695) with regard to the adequacy of library/media collections, equipment, and services available for the proposed course? If so, give date of contact and resolution. If not, explain why not.
No / Yes / X / 10/10/08. Library has over 300 books and numerous journals in the special education field. Request was submitted for new book acquisition.
20. IMPACTS ON PROGRAMS/DEPTS
What programs/departments will be affected by this proposed action?
Include information on the Programs/Departments contacted (e.g., email, memo)
Education
21. POSITIVE AND NEGATIVE IMPACTS
Please specify positive and negative impacts on other courses, programs and departments resulting from the proposed action.
Positive impacts:
· Increased admission to the UAF Master of Education program (Special Education Program).
· Potential for increased enrollment in existing teacher licensure programs for Elementary and Secondary education as applicants to the Special Education program must have a teaching certificate first.
· Increased enrollment in some existing M. Ed. classes (ED 601, ED 603, ED 698, ED 699)
· Increased exposure of existing M. Ed. programs (Curriculum and Instruction, Cross-Cultural Education, Language and Literacy, Reading, Counseling) with bundled advertising of the new program, may increase student enrollment in those programs.
Negative impacts:
· An increase in the advising and graduate committee responsibilities for current faculty.
Potential decrease in the number of applicants to existing M. Ed. program as students may select Special Education program instead of an existing program.
JUSTIFICATION FOR ACTION REQUESTED
The purpose of the department and campus-wide curriculum committees is to scrutinize course change and new course applications to make sure that the quality of UAF education is not lowered as a result of the proposed change. Please address this in your response. This section needs to be self-explanatory. Use as much space as needed to fully justify the proposed course.
EDSE 696 is a part of the newly proposed special education certificate program and Master of Education in Special Education program. UAF is creating this complementary program to the current special education programs at UAA and UAS due to the severe shortage of qualified special education teachers in Alaska and nationwide.
APPROVALS: SIGNATURES ON FILE AT THE GOVERNANCE OFFICE
Date
Signature, Chair, Program/Department of: / Education, Graduate Program, Anthony Strange
Date
Signature, Chair, College/School Curriculum Council for: / Education, Anne Armstrong
Date
Signature, Dean, College/School of: / Education, Eric Madsen
Date
Signature of Provost (if applicable)
Offerings above the level of approved programs must be approved in advance by the Provost.
ALL SIGNATURES MUST BE OBTAINED PRIOR TO SUBMISSION TO THE GOVERNANCE OFFICE
Date
Signature, Chair, UAF Faculty Senate Curriculum Review Committee
UAF School of Education:
“Preparing professional educators who are culturally responsive, effective practitioners”
EDSE 696 Special Education Portfolio Development Seminar Credits: 3.0
Instructor: Joanne Healy, M.S.
Day & Time: TBA Office: Gruening Building 714A
Location: TBA Phone: (907) 474-1557
E-mail:
Office Hours: By appointment
Prerequisite: Minimum of 24 Graduate credits in special education (May include the following UAF courses EDSE: 605, 610, 612, 622, 624, 625, 632, 633, 640, 642, 677) Taken Concurrently with EDSE 694
Required Readings
No required text
Required professional websites:
Alaska State Special Education Handbook
http://www.eed.state.ak.us/TLS/sped/Handbook.html
· Council for Exceptional Children: www.cec.sped.org/
Required current and classic readings on selected topics including:
· Academic needs of school age children
· Current issues in special education
· Current practices in special education
· Meeting Special education standards
Will be assigned by the instructor.
WEBSITES RELATED TO SPECIAL EDUCATION
· Council for Exceptional Children: www.cec.sped.org/
· National Clearinghouse for Professions in Special Education: www.special-ed-careers.org/
· National Information Center for Children and Youth with Disabilities:www.nichy.org/
· Alaska Department of Education and Early Development, special education. www.eed.state.ak.us/tls/sped
· U.S. Department of Education, Office of Special Education and Rehabilitative Services:www.ed.gov/offices/OSERS/
· Technology websites list will be on class resources
WEBSITES RELATED TO ALASKA NATIVE STUDIES
· Alaska Federation of Natives: www.nativefederation.org/flash.html
· Alaska Inter-Tribal Council : www.aitc.org/
· Alaska Native Heritage Center:www.alasknative.net
· Alaska Native Knowledge Network: www.ankn.uaf.edu/index.html
· Justice Center Website:www.uaa.alaska.edu/just/rlinks/natives
Additional website and supplemental text/journal recommended readings will be assigned by the instructor dependent on weekly discussions.
List of professional Organizations:
Candidates should become familiar with the following organizations by collecting material, checking the websites etc. Candidates might wish to make up their own list of helpful websites based on organizations and specific advice and assistance for teaching student with learning problems.
Council for Exceptional Children (CEC)
American Psychological Association (APA)
Learning Disabilities Association of America (LDAA)
American Association for Mental Retardation (AAMR)
The Association for the Severely Handicapped (TASH)
International Reading Association (IRA)
Disability Law Center - Fairbanks
Special Education Service Agency (SESA)
Other local associations and organizations with a focus on students with learning problems and people with disabilities.
Course Materials: A computer with Internet access is required. A UAF email address and access to Blackboard is also required.
I. COURSE DESCRIPTION
Development of special education portfolio based on UAF School of Education conceptual framework, Council for Exceptional Children (CEC) Special Education Standards, Alaska Teacher Standards, and Assembly of Alaska Native Educator (AANE) Guidelines for Preparing Culturally Responsive Teachers for Alaska’s Schools. Must be taken concurrently with EDSE 694. Candidates must be proficient in Council for Exceptional Children teaching standards.
Alignment With School of Education Mission
The School of Education prepares educators to work in urban and rural Alaska and to work with K-12 students from many backgrounds, with a particular focus on Alaska Native languages and cultures. We are particularly committed to enhancing the educational opportunities for Alaska’s rural and Native populations. Through the UAF rural campuses, we are responsive to local and regional needs within the state.
Through our programs and professional development courses, we promote the following goals:
· Increase the number of qualified educators for Alaska’s schools
· Enhance the professional skills of Alaska’s K-12 educators
· Develop and support ongoing systemic educational collaborations with Alaska schools and communities
· Conduct collaborative research on cross-cultural and multicultural education
This course supports the UAF School of Education’s mission by providing students with the understandings and skills necessary to successfully address the diverse individual and cultural needs of Alaska’s students, schools, and communities. Emphasis is placed upon understanding students with exceptional needs.
Technology Focus
This course will help you understand local, state, and national resources for regulations pertinent to the Individuals with Disabilities Education Act. Using technology as a means of accessing resources to collaborate and support parents and educators and to share during individual presentations.
II. COURSE POLICIES
Attendance and Class Participation
Students are expected to participate on time via audio conferences for all classes, participate in discussions, readings, and write reflections on the information presented. In case of an absence or tardiness, the student is responsible for getting information and completing an independent research assignment to be presented at the next class meeting to compensate for missed instruction. Regular attendance and classroom participation will be considered in determination of the final grade. Late assignments will only be accepted for a legitimate and excused absence.
Readings
Assigned readings for each class are listed in the class outline. It is expected the material has been read prior to the start of class.
Assignments Due the day indicated on the syllabus.
Field Experience
At least 15 hours of fieldwork (NO exceptions) are to be completed in a special education setting during the semester. The instructor will make assignments to individual classrooms. An attendance log and reflective journal will be required.
Plagiarism
Academic integrity is a basic principle that requires all students to take credit only for the ideas and efforts that are their own. Plagiarism is defined as appropriating passages or ideas from another person’s work and using them as one’s own. Lifting passages of text from the Web is also plagiarism. Plagiarism is taken very seriously and may result in a student’s dismissal from the teacher education program. Assignments will be typed and submitted in standard written English, observing rules of grammar, spelling, punctuation and syntax. Research citations will be written APA style in all work, as this is the designated style and format for the field of educational research. Internet citations must include the title of the website, universal resource locator, date of posting, date of access and other information included on APA format.
Professional and Ethical Behavior
UAF School of Education students are expected to adhere to the Alaska Code of Ethics for the Education Profession. The standards, adopted by the Professional Teaching Practices Commission, govern all members of the teaching profession. A violation of the code of ethics and professional teaching standards are grounds for revocation or suspension of one’s teaching license.
Student Code of Conduct and Expect Classroom Etiquette
All guidelines and provisions of the UAF Student Code of Conduct will apply; see page 83 of the 2008-2009 UAF catalog or go to http://www.uaf.edu/catalog/current/academics/regs3.html for further details.
Academic Support Services
Writing support services are available on the UAF Campus in the Writing Center, located in 801 Gruening, (907) 474-5314. For students using distance delivery you can send your papers to the Writing Center using their Toll Free FAX 1-800-478-5246. They will FAX information back, and also email you regarding any questions. You need to use this resource at least once during the semester to meet writing expectations and to see what is available for students who may have a disability. Academic Support Services including library hours, computer lab hours/services, and writing center hours/services can be located at the following web site: http://www.uaf.edu/sssp/